Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods
Inquiry in Higher Education: Reflections and Directions on Course Design and Teaching Methods
复制标题
高等教育探究：课程设计与教学方法的思考与方向
DOI：
10.1007/s10755-006-9021-9
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发表时间：
2006
影响因子：
2.2
通讯作者：
Sheila Sammon
中科院分区：
文献类型：
--
作者：
Christopher J Justice;James Rice;Wayne Warry;S. Inglis;S. Miller;Sheila Sammon
我们5年的教学和评估探究课程的实验使我们得出结论，探究是高等教育中一种有效的教学工具，鼓励学生成为自主和参与的学习者。本文提供了设计探究式课程的关键要素和程序。它提供了一个实用的探究模式，描述了这样一门课程的结构和功能，以及学生的目标和学习目标。这种探究模式具有广泛的适用性，将帮助来自不同学科的教师开发一种创新的方式来吸引和教授学生。
Our 5-year experiment with teaching and evaluating an inquiry course has led us to conclude that inquiry is a potent pedagogical tool in higher education, encouraging students to become self-directed and engaged learners. This article offers key ingredients and procedures for designing an inquiry-based course. It provides a pragmatic model of inquiry that describes the structure and function of such a course and the goals and learning objectives for students. This model of inquiry is widely applicable and will help faculty members from a variety of disciplines develop an innovative way of engaging and teaching students.